Psychology

Motivation is an essential ingredient for success. It is the drive and the urge to fulfil or accomplish something, without, which one cannot achieve the intended goal. Motivation is what induces an individual from the present, actual and deviant state to a required desired state in a specific way. It is important to induce motivation in children, as it is the basis of their self-esteem.  Educators need to realize that although students use strategies like cheating, withholding effort or procrastination etc., which are actually self-defeating in the end, they too have a goal of protecting their self worth. The association of motivation and learning has been widely studied in children. Effective learning is possible only when children are motivated. There is however plenty of scope for teachers and the classroom environment to facilitate learning in children through motivation.

Students who are self-efficacious are more effective learners. Students who lack the drive and motivation are a bit behind. It is therefore necessary that mechanisms for evaluating self-efficacy of students be incorporated to assess learning effectiveness. Self-efficacy is the belief in ones capability to manage crucial situations. Together with emotional state and motivation, self-efficacy plays a crucial role in students reasoning, effort and determination. The emotional state relates to how a student feels when carrying out a required task. Some students for instance may do a given task with pleasure while some others are overcome by negative emotions like frustration. (Mott). Motivation is another important factor that is relevant to students engagement in activities. Motivation and determination guides students to achieving their goals. The self-efficacy of students is evaluated by several ways apart from assessments. Their participation in discussions, timely completion of assignments, interest and proactiveness are all part of the mechanism for determining students self-efficacy.
 
Learning may be defined as a process through which one can acquire new skills and knowledge based on study or experience. The process of learning occurs over time and needs to be seen as a lifelong process or experience. The goal of this learning process is to either replace or improve the ideas, thoughts, behaviors and practices we currently have.  The positive relationship between learning competence and motivation was established by Fortier (1995). Her study with a sample of 263 French Canadian students of Montreal High School ninth graders revealed that students who were self determined and self-competent, developed a motivational profile towards education, which subsequently resulted in their obtaining higher school grades (Fortier et al). Fortier also showed that the academic competence and self determination has a positive influence of academic motivation, resulting in improved school performance.

Infants and children are often driven by curiosity, a sense of exploration to interact and understand their environment. Their keenness in the environment surrounding them is evident from their expressions or questions asked. It is therefore not a surprise to realize that parents very rarely complain that their preschooler is unmotivated. Jere Brophy (1987) feels that the drive or the motivation to learn is developed through general experience and interactions, but is however stimulated through modeling, communication of expectations and instructions by parents, teachers etc. The initial learning attitudes are developed by children in their home environment. Children are naturally inquisitive and parents need to nurture this natural curiosity in them, by welcoming their questions on the world. By encouraging exploration and getting them acquainted with resources, which expand their world, parents provide the message that learning is fun and worthwhile (Linda S. Lumsden).

However as children grow up, this passion for learning decreases. Learning gradually becomes boring and difficult rather than delight. Motivation of students is associated with their desire to involve themselves in the learning process. However their involvement or noninvolvement in the learning process is also dependent on the goals and reasons behind it. Even though students may be similarly motivated towards a learning task, their source of motivation may differ. The performance of intrinsically motivated students and that of the extrinsically motivated students may be attributed to different perception and goals. An intrinsically motivated student performs a task with a sense of interest and enjoyment, for a sense of achievement it provides and the learning it facilitates. On the other hand, an extrinsically motivated student performs the task either for the sake of rewards or to avoid punishment, subsequent to the task.

Boggiano et al. (1992) too established through several field studies and experiments that academic motivation had a positive influence on academic performance. Very detailed assessment procedures were employed here to ascertain academic achievement. Childrens scores achieved were found to be associated to their motivational orientation.  Children who were intrinsically motivated were found to have secured higher scores in maths and reading, apart from overall scores compared to students requiring extrinsic motivation. Boggiano summed up his results indicating that intrinsic and extrinsic motivation have appropriate achievement behaviors and cognizance too apart from scores. Performance deterioration was evident in extrinsically motivated children.

Motivation to learn can be induced within the school setting. Although students bring with them their motivational histories into each classroom settings, it is important for teachers to see themselves as socialization agents capable of inducing a motivation to learn. The process of learning among children is facilitated when an appropriate classroom climate is provided. It is important for the students to perceive the classroom experience as being caring and supportive, providing them with a sense of belonging and a value. When such a facilitating atmosphere is available in the classroom, children would be more keen to participate in the learning process.  The motivation to learn is also dependent on the task aspects. Tasks that are ideal should be challenging but achievable. Relevance is very important in motivation as it helps students to see how their skills can be applied practically. Tasks that have little discrepancies or shortcomings are preferred, as these stimulate childrens curiosity and serve as an intrinsic motivator.

Learning and academic excellence is an important aspect of child development. To realize this, however children need to be sufficiently motivated. Parents and teachers have a crucial role in ensuring that uninterested children are brought onto tracks through appropriate mentoring and motivation.